Date of planning: 18/8/2018
Period 1.
INTRODUCTION
I. Objectives
- By the end of this lesson, Ss can know something about England.
- Helps sts understand sth about English and have the effective ways to learn it.
1. Language contents:
Main content of English 7 students’ book
2. Skill:
Reading, listening, writing, speaking.
3. Attitude:
Students love the sub
II. Preparation:
Teacher: projector
Students: text book
II.Method:
Group work, pair work and individually work
IV. Procedure:

Sts’ and T’s activities
1. Warm up.
- Chatting: What aspects of learning
English do you find the most difficult?
2. Activities
A- T. asks sts some questions about
England.
- What do you know about England?
T. gives sts something about England
and English.

* English is an international language.

- Review 1
- Unit 4: Music and arts
- Unit 5: Vietnamese food and
drink
- Unit 6: The first University in
Viet Nam
- Review 2

- How can you learn English well.

5.Home work:

- English is not too difficult but it
requires your working hard.
- Focusing on vocabulary you come
across. Write sentence with the new
words to understand more
- Review the lesson everyday.
- Practise English everyday
Prepare for unit 1: My hobbies.

* Comments:
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2


Date of planning: 19/8/2018
Period: 2

questions below:
1. Can you guess who are they?
2. Where are they?
3. What can you see on the shelf?
What may the hobby be?
- Play the recording
- Ss listen and read
- After you listen and read a
conversation, tell me whether your
answers correct or not?
- Do you know the meaning of the

Contents
I like collecting stamps
I like playing computer games
.......
Yes/ No...
HOBBIES

1. Listen and read
1. They are Nick, Elena ( Nick’s
sister) and Mi
2. They are at Nick’s house
3. I can see so many dolls on the
shelf. The hobby may be collecting
dolls.

It means “ a thing that is easy to do”
(chuyện dễ ợt)
3

occasions.
- T corrects
2. No, they aren’t.
+ Activity 2: Listen and repeat.
3. She keeps them after using them.
- Ss listen to the recording and repeat
4. No, she doesn’t.
the words/ phrases.
5. No, he hasn’t.
- Have some Ss practise the words/
phrases.
2. Listen and repeat.
+ Activity 3: * Matching
-Ss work individually to match the
words/ phrases from 2 with the pictures.
Have them compare the answers with a
partner
3. Choose the words/ phrases in 2
- Ask for Ss’ answers
that match the pictures below. Write
- Give feedback and confirm the correct them in the spaces.
answers.
1. playing board games.
* Work in pairs and complete the table. 2. taking photos.
- Write their answers on the board.
3. bird-wattching
- May ask ss to explain their answers.
4. cycling
- Have Ss add more words to the table.
5. playing the guitar

flowers, making short films...
5. Game : Find someone who...
a. Ask as many classmates as you can
about which hobbies from 3 they like.
Use the question” Do you like...?”
Example:
A: Do you like gardening?
B: No, I don’t

* Comments:
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Date of planning: 19/8/2018
5


Period: 3

UNIT 1: MY HOBBIES
LESSON 2: A CLOSER LOOK 1

I. Objectives.
By the end of the lesson, Ss will be able to use lexical items related to
hobbies. Pronounce the sounds / ə / and / ɜ :/ in context.
1. Language contents
- Vocab: Hobbies, action verbs
- Grammar: The present simple, and future simple.
- Verbs of liking + Ving
2. Skill:

they understand the sentences.
- Ss share their answers.
- Write the correct answers on the
board.
Ex3:- Ask Ss: Do you know what a
key word is? – A key word help

The contents
- collecting stamp
- bird-watching
- playing the guitar
1.Vocabulary.
Ex1: Match the correct verbs with the
words or phrases. Some words/ phrases
may be used with more than one verb.
1. i, d, e
2. g
3. b, c, j
4. f, h
5. c
6. a
Ex2: Fill in each blank in the sentences
with one hobby or one action verb from
the box below.
1. Swimming, swim
2. Listen, listening to music
3. Plant, gardening
4. Catch, fishing
5. Painting, paints
Ex3: Do you know what a key word....

- Ss listen and tick the words they
hear.
Ex6: Play the recording again
-Ask Ss to put the words in the
correct column while they listen.
- Ss compare their answers with the
whole class.

Hobby
Listening
to music
gardening
fishing
painting
swimming

Keywords
Melody, songs,
headphones, noise.....
Trees, flowers, gaarden.
Lake, pond, catch, fish..
Creative,colours,artist..
Pool, fun, keep fit,
swim....

Ex4: The keys to my hobby!
E.g:
A: water, grow, flowers, vegetables
B: Is it gardening?
A: Yes, it is.

√
- Say the word that has / ə / and / ɜ :/ 3
√
4
√
3. Homework
5
√
- Do exercise in Workbook.
- Prepare: A closer look 2
* Comments
Date of planning: 25/8/2018
Period: 4
UNIT 1: MY HOBBIES
7


LESSON 3: A CLOSER LOOK 2
I. Objectives.
By the end of the lesson, Ss will be able to use the present simple, the
future simple and verbs of liking + V- ing correctly and appropriately.
1. Language contents
- Vocab: Hobies,action verbs
- Grammar: The present simple, and future simple;verbs of liking +ving
2. Skill:
Reading, writing,
3. Attitude:
Students love the subject
II. Preparation:
Teacher: projector

-Read the comment and votes for the
best report.

The contents
Form:
Usage:
Grammar:
1.The present simple and the future
simple ( Review)
Ex1: Complete the sentences. Use the
present simple or future simple form of
the verbs.
1.loves; will not/won’t continue
2. take
3. does...do
4. will enjoy
5. Do...do
6. Will...play
Ex2: The table below shows the results of
Nick’s survey on his classmates’ hobbies.
Read the table and complete his report
using the present simple.
1.Likes
2. Watch 3. Don’t love
4. go
5. Enjoy 6. Play
7. plays 8. Doesn’t like 9.plays
Exercise 3a: Work in groups.
Ex3b: Write a report about what you
have found out.

write sentences using the pictures as 4. He enjoys gardening.
clues. Call some students to write
5. She likes dancing.
their sentences on the board. Check Ex6: What does each member in your
and comment on Ss’ sentences.
family like or not like doing?
Ex6: Ss do this exercise individually, Write sentences.
then compare their sentences with a
1. My father likes...
classmate. Call on some Ss to write
2. My father hates...
their sentences on the board. Ask
............................
other Ss for their comments. Correct
any mistakes.
3.Homework
Do exercise A1,2 B1-6 in the
Workbook.
Prepare: Communication
* Comments:
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Date of planning: 25/8/2018
Period: 5
UNIT 1: MY HOBBIES
9


LESSON 4: COMMUNICATION

Find + doing + sth + adj.
They think (that) + doing sth + is + adj
Ss work individually and tick the
appropriate boxes. Then, they move on

The contents
1. Extra vocabulary
- Making pottery: making pots,
dishes… from clay
- Making models: making copies of
things, usually smaller than the
original objects.
- Carving wood: making objects, and
patterns by cutting away material
from wood.
- Unusual: different from what is
usual or normal.
- Take up sth: learn or start to do
something, especially for pleasure.
2. What do you think about the
hobbies in 1? Look at the table below
and tick the boxes. Then, complete
the sentences below by writing one
reason to explain your choice.
boring

Unusual

interesting


on the board and announces the winner
at the end of the game.
3. Homework.
- Do exercise: C1, b2 in the workbook
- Prepare: Skills 1.

Making
pottery
dancing
Iceskating
Making
models
Carving
wood
1. I find making pottery……
because…….
2. I think dancing is…… because
………..
3. I find ice-skating is…… because
………..
4. I think making models is……
because …
2. I find carving wood is…… because
………
3 Game
Now, interview a classmate about the
hobbies in 1. Take notes and present
your partner’s answers to the class.
You: What do you think about making
pottery?/ How do you find making

3. Attitude:
Students love the subject
II. Preparation:
Teacher: projector
Students: text book
II.Method:
Group work, pair work and individually work
IV. Procedure:

T’s and Ss’ activities
1. Warm up
- You are going to read about an
unusual hobby.
2. Activities.
* Reading
Ex:1. Ss work in pairs. They look at
the pictures and answer the three
questions.
- Elicit the answers from Ss and
quickly write them on the board. Ss
quickly read the text and compare their
guessive with the information from the
text.
Ex2: Ss read the text again and answer
the questions individually and then
compare their answers with a
classmate. Ask for Ss’ answers and
have them explain their answers. Ss
can either paraphrase the original
information from the text or read out


without reading the text again. Then Ss
can underline parts of the text that help
them find the answers. Ss share their
answers with a partner. Check and
confirm the correct answers.
Speaking
Ex4: Ss work in pairs to discuss the
uses of carved eggshells. Encourage Ss
to think creatively.

3. the internet
4. time
5. gifts.
2. Speaking
Ex4: Nick says that carved eggshells
can be used as gifts for your family
and friends. In pairs, discuss other
uses of these pieces of artwork. Share
your ideas with the class.
Some uses: decorations at home,
sourvenirs, lights (with bigger eggs)..
Ex5: Work in groups. Take turns…
1. What is the name of your hobby?
2. When did you start your hobby?
3. Is your hobby easy or difficult?
Why?
4. Is your hobby useful? Why? Why
not?
5. Do you intend to continue your

-Vocab: Hobies,action verbs
- Grammar: The present simple, and future simple;verbs of liking + V-ing
2. Skill:
Writing, listening,
3. Attitude:
Students love the subject
II. Preparation:
Teacher: projector
Students: text book
II.Method:
Group work, pair work and individually work
IV. Procedure:
T’s and Ss’ activities
1. Warm up.
Chatting: Ex1: Ask Ss if they
know anything about collecting
glass bottles and if they think it is
useful.
2. Activities.
Listening
Ex2: - You are going to listen an
interview about Mi’s hobby. Ss
read through the word web. Have
Ss guess the word/phrase to fill in
each blank and write their guesses
on the board. Play the recording
and ask Ss t listen and complete
the word web. Ss work in pairs to
compare their answers with each
other and with the word/phrase on

with Mi:
4. To do this hobby you have to:
a, collect bottles after use+ get
them from..
b, Make ………….vases….or…
c, use them as……..decorations
5. Feelings about the hobby.
6. Future: will
Writing
Ask Ss to write a paragraph about
a classmate’s hobby. Tell Ss they
will use the word web as a way to
organise their idea.
Ex3: Ss work in pairs and
interview each other about heir
hobby. Ask Ss to take notes on
each other’s answers in the word
web.

Ex4: Ss write their paragraphs
individually based on the
information in their word webs.
Ask one St to write his/her
paragraph on the board. Other Ss
and T comment on the paragraph
on the board. Then T collects
some writings to correct at home
3. Homework.
- Do exercise: E1, 2 workbook
- Prepare: Looking back

LESSON 7: LOOKING BACK + PROJECT ( HOBBY COLLAGE)
I. Objectives.
By the end of the lesson, Ss will be able to review vocabulay, grammar.
Practice communication and do project
1. Language contents
-Vocab: Hobbies,action verbs
- Grammar: The present simple, and future simple;verbs of liking +ving
2. Skill:
Reading, Writing, and speaking
3. Attitude:
Students love the subject
II. Preparation:
Teacher: projector
Students: text book
II.Method:
Group work, pair work and individually work
IV. Procedure:

T’s and Ss’ activities
1. Warm up.
Chatting: We are going to to review
some vocabulary….
2. Activities
VOCABULARY
Ex1: Ss do this activity individually
then compare their answers with a
partner. Check and confirm the correct
answers. Then Ss read their sentences
out loud for other Ss in the class to
guess the hobby.

3. plays
4. read
5. do
6. collect
Ex3: Add hobbies to each of the
following lists.
* Easy hobbies:
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partner. Call on some Ss to give the
answers. Confirm the correct answers
and write them on the board.
Ex5: Ss do this exercise individually
then compare their sentences with a
partner. Some Ss write their sentences
on the board. Give feedback.
COMMUNICATION
Ex6: Brainstorm interview questions
on the board with the class .
- Ss work in pairs. One St interviews
the other about his/her hobbies.
- Ask some pairs to act out the
interview in front of the class. Vote for
the best interview.
Finished!
Ask Ss to complete the self-assesment.
Identify any difficulties/ weak areas
and provive further practice.
PROJECT

simple form of each verb to complete
the passage.
1. have 2. likes 3. plays 4. doesn’t
like
5. enjoys 6. walks 7. will join 8. loves
9. don’t like 10. will read.
Ex5: Write true sentences about
yourself.
1. I like …
2. I enjoy…
3. I love…
4. I don’t like…
5. I hate…
COMMUNICATION
Ex6: Role play:
Work in pairs. Student A is a reporter.
Student B is a famous person
E.g: A: I’m a reporter from a magazine.
Can I ask you some questions about
your hobbies?
B: Yes, of course
…………..
PROJECT
Hobby collage

* Comments:
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Date of planning: 5/9/2018
17


teacher can make two lists on the
board, healthy & unhealthy, Ss can
brainstorm words related to each list.
2. Activities
+ Activity 1: Listen and read
T: Asks Ss to open their books to
the picture. T can ask Ss prediction
questions about the picture and
generally focus Ss attention on the
topic of the lesson. Questions may
include:
• What can you see in the picture?
• What time is it?

Content
HEALTH

Strong

sick

1. Listen and read
*Vocabulary
Down (adj):
buồn, thất vọng
Junk food (n): đồ ăn nhanh, đồ ăn vặt
Put on weight: tăng cân
Flu (n):
bệnh cúm
Sunburn (n):

in the box with the pictures. Then
listen and repeat.
T asks Ss to look at the pictures.
As a class Ss can call out which word
they think matches each picture. T asks
Ss to write the words below each
picture. T plays the recording and Ss
repeat. T corrects the exercise with the
whole class.
a. In groups or pairs T asks Ss to
brainstorm more health issues and add
them to the box. Then, Ss share ideas
as a class.
b. T asks Ss to write a numbered
list in their notebooks from 6 to 1. T
then asks Ss to rank the health issues

that mean:
1. Zooniverse
2. I don’t feel like it.
3. sound down
4. putting on weight
5. won’t take no for an answer
b. Read the conversation again. Who
wants to do the following things?
1. Phong
3. Nick

2. Phong
4. Nick

and share with a partner. T should
encourage Ss to give rasons for their
rankings.
+ Activity 3:
T asks one S to read though the
list of advice aloud.
T asks Ss to complete the
matching activity individually and
corrects the activity as a class.
+ Activity 4: Game
Before class T can make cards with
problems and advice. T divides the
class into two groups and gives one
group ‘problem’ cards, and one goup
‘advice’ cards. T instructs Ss to walk
around the room and read their cards to
each other and stand next to the person
who has the matching advice or
problem card. T can call on some pairs
to read their cards aloud. T can repeat
the activity as many times as time
permits.
T may also extend the activity by
asking Ss to create a dialogue around
the problem/advice cards. Ss may do
this in class or as homework.
3. Homework.
- Do exercises in workbook.
- Prepare a closer look 1.


LESSON 2: A CLOSER LOOK 1

I. Objectives.
By the end of the lesson, Ss will be able to use lexical items related to
health issues and advice on healthy living; pronounce the sounds / f / and / v /
correctly.
1. Language contents
Lexical items related to health
2. Skill:
Reading, listening and speaking
3. Attitude:
Students love the subject
II. Preparation:
Teacher: projector
Students: text book
II.Method:
pairwork, groupwork, individual work, question-answer
IV. Procedure:
T’s and Ss’ activities
1.Warm up
T writes the numbers 1-6 on the
board and asks the Ss if they can
remember (without opening their books)
the vocabulary for health problems from
Getting Started, Activity 2.
2. Activities.
VOCABULARY
T writes have a/an, have, and feel on
the board. T asks a S to read the words
from the first column. T writes the words

class.
EX3: T asks one S to come to the front of
the class. T models the role-play in the
book with the St. Try to make it as fun
and dramatic as possible. Then, T divides
Ss into pairs. T encourages Ss to think
about how each person (Doctor and
patient) feels and will act. Ss choose a
problem and make a role-play. They may
choose more than one. T gives Ss about 5
minutes to practice their role-plays. T
then asks some pairs to perform their
role-plays for the class. After each roleplay T asks the class comprehension
questions about what they just saw. Eg:
What was Mai’s problem? What advice
did Dr. Thao have?
Ex4:T asks four Ss to model the example
convesation. Then, T divides the class
into groups and asks Ss to talk about a
health problem. T may ask Ss to extend
the conversation by trying to figure out
what the most common health problem is
in the group and then report back to the
class.

PRONUNCIATION
Ex5: T may want to sart by drilling the

Ex1: Look at the pictures. Write
the problem below the picture of

2. Pronunciation
Ex5: Listen and circle the words
you hear.
1. fat
2. ferry
3. vas
4. vault
5. save
6. leave
Ex6: Listen and circle the words
with the /f/or /v/ sound. Then say
the sentences.
1. Fast, food
2. have, felt
22


sounds/f/ and /v/ and asking Ss to think 3. fatter
of any words they know with these 4. having, lifestyle
souns in them. T can write Ss ideas on 5. give
the board. Then, T says the words in 5
and asks the Ss to repeat. Finally, T
plays the recording and has Ss circle the
words they hear. T may play the
recording as many times as necessary.
EX 6: T asks Ss to listen to the sentences
once and repeat. T then asks Ss to circle
the words with /f/ or /v/ sounds. T has the
Ss listen to the recording again and gives
the correct answers to the entire class.

T can give Ss simple classroom
commands.
Eg: stand up, sit down, raise your
hand, open your book, close your book. Ss
do the command as the T says it.
2. Activities
GRAMMAR
* Imperatives with more and less
Introduction: Teacher writes the word
IMPERATIVE on the board and explains to
children that the imperative can be used for
direct, commands, orders or suggestions.
T asks Ss to open their books and read
through the yellow box (tracking the words
with their fingers) as T reads the tex aloud.
T may want to check the Ss comprehension
by asking some comprehension checking
questions. Eg: When I feel tired should I
sleep more or less? What should I do if I am
doing poorly in school? What should I do if
I want to lose weight? Put on weight?
Ex1: T asks Ss to look at the four pictures

Contents

1. Grammar
* Imperatives with more and less
Eg: - Relax more.
- Watch less TV.
* Câu mệnh lệnh dùng để hướng

Health Website individually and complete
the headings. T asks Ss if the ideas from the
class and the ideas from the website are the
same. T may want to encourage class
discussion here about why some pieces of
advice are more important than others.
* Compound sentences
Introduction: T writes AND, OR, BUT, and
SO on the board. T asks Ss what these words
are called.
Ss: Conjunction ( Ss may answer in English
or Vietnamese).
T asks Ss to read the first paragraph of
the Yellow Box and asks: What do we call a
sentence made by liking two simple
sentences?
Answer: A compound sentence.
T asks Ss to read the second paragraph
of the Yellow Box and again: What does a

c. eat less fat food
d. sleep more
Ex2: Top Health Tips for Teens
Ss’ ideas.

Ex3: Look at the article on the Teen
Healthwebsite. Fill in the blanks to
complete their top six health tips.
1. Do more exercise!
2. Sleep more!